What teaching strategy is evident in Mrs. Ferdinand's lesson involving acrostic poems?

The strategy of scaffolding is evident in Mrs. Ferdinand's lesson involving acrostic poems because it implies that she is providing support to her students as they develop their understanding of the concept and structure of poetry. Scaffolding is an instructional approach where the teacher offers successive levels of temporary support to help students achieve higher levels of understanding and skill acquisition.

In the context of acrostic poems, Mrs. Ferdinand likely starts with guidance, such as explaining the format and purpose of acrostic poetry. As students begin to grasp the concept, she gradually reduces her support, allowing them to create their own poems with increasing independence. This gradual release of responsibility helps build students' confidence and reinforces their learning.

The other strategies, such as modeling, direct instruction, and assessment, have specific roles in teaching. Modeling focuses on demonstrating a skill for students, direct instruction involves explicit teaching of content, and assessment evaluates student understanding. While these strategies may be present in the lesson, scaffolding specifically highlights the supportive framework that enables students to engage in the creative process of writing acrostic poems.